The Effectiveness of Credit-Based Point System in Increasing Classroom Engagement

The Credit-Based Point System (CBPS) is a reward-based classroom strategy designed to enhance students’ participation, motivation, and overall engagement in learning activities. This study investigated the effectiveness of the Credit-Based Point System in increasing students’ classroom engagement using a classroom-based action research design with a one-group pretest-posttest approach. The study involved 35 Grade 7 students from one of the public secondary schools in Ozamiz City, Philippines, selected through purposive sampling. The used the Student Engagement Questionnaire as the data gathering instrument. Data were analyzed using Mean, Standard Deviation, and Paired Samples t-test. The findings revealed that students’ classroom engagement before the implementation of the Credit-Based Point System was generally low, while after the implementation, engagement significantly improved and was rated very high. Furthermore, the results showed a very highly significant difference between the pretest and posttest levels of classroom engagement, indicating that the Credit-Based Point System effectively enhanced students’ participation, attentiveness, motivation, and involvement in classroom activities. Teachers are therefore encouraged to integrate structured reward systems in classroom instruction to promote consistent participation and improve learning engagement.

Credit-Based Point System, classroom engagement, reward system, student participation, motivation

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